Activities and Assessments (Designed to move student on from step 2 to step 3)
Adapted from ‘Beehive’, Developing Efficient Numeracy Strategies Stage 1 page 34. NSW Department of Education and Training, Professional Support and Curriculum Directorate 2003
Focus: Emergent counting – that the total of a collection changes when items are added or removed, learning the terms ‘add’ and ‘take away’.
How: See Blank Beehives sheet
Part-part whole board
Focus: Identifying pairs of collections that add to make a given amount ( up to 10).
How:Place a known number of counters in the box on the board and then split them into two different groups. Count and discuss the two groups that make up the initial number and record by drawing a diagram or picture of the two groups. Repeat.
Adapted from ‘Ten Frames’, Developing Efficient Numeracy Strategies Stage 1 page 28. NSW Department of Education and Training, Professional Support and Curriculum Directorate 2003
Focus: Visualise collections up to 10 – in terms of the addition of two groups.
How:Provide each student with a ten-frame and 10 counters. Students take turns to throw a die (or spin a dot spinner), count the dots and place the corresponding number of counters onto the ten-frame. The exact number needed to complete the ten-frame must be rolled to finish. Students should be encouraged to state their current total (“how many do you have now altogether?”) as well as the number they need to make ten (“how many more do you need to make ten?”). The addition language inherent in the activity should also be made explicit (eg. “so three plus seven more will equal 10?”)
Try adding a rule where students fill one row of the ten-frame first. This helps to emphasise the structure of the “five” part of the number and also to see a larger number as being “five and something”, eg seven could be seen as five and two.
Focus: Identifying pairs of numbers that add to make ten.
How:Use playing cards 1-9. Place in a 3 x 4 grid pattern face down. Children take turns, turning two cards over. Do they make ten? If they do, child keeps the card and the next child takes their turn. Having counters or unifix cubes available for children to use may help to build initial understanding. Key questions to ask students are: “What is that number? ” and “How many more to make ten?”
Download Numeral Cards (alternative to playing cards)
Add / Subtract 2
Activity based indicators that students have achieved the target understandings